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Evaluation of Host-Pathogen Responses and Vaccine Efficacy in Mice
Published on: February 22, 2019
Using scientific inquiry to increase knowledge of vaccine theory and infectious diseases
Zachary F Walls1, John B Bossaer2, David Cluck3
1Department of Pharmaceutical Sciences, Gatton College of Pharmacy, East Tennessee State University; Center of Excellence for Inflammation, Infectious Disease and Immunity, Johnson City, TN, USA.
Background:
The aim of this study was to design and evaluate a laboratory activity based on scientific inquiry to educate first-year pharmacy students in the U.S. about vaccination theory and the attributes of common pathogens.
Methods:
The laboratory activity had two principal sections. The first consisted of an interactive game during which students rolled a die to determine outcomes based on a set of pre-determined criteria. In the second section, students generated and tested hypotheses about vaccine theory using a computer simulation that modeled disease transmission within a large population. In each section students were asked to evaluate epidemiological data and make inferences pertinent to vaccination effectiveness.
Results:
Mean scores on a knowledge-based assessment given immediately before and immediately after the activity increased from 46% to 71%.
Discussion:
A laboratory activity designed to stimulate scientific inquiry within pharmacy students enabled them to increase their knowledge of common vaccines and infectious diseases.
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